http://www.csub.edu/~lvega/377sylspr11.html  
SYLLABUS
PSYCHOLOGY 377 (section 1): The Social Psychology of Good and Evil 
(CRN=30707) Spring 2012 - -Main Campus: MoWe 9:30AM - 11:35AM  --  DDH 107G
INSTRUCTOR
Luis A. Vega, Ph.D.lvega@csub.edu.
http://www.csub.edu/~lvega/.
Office: DDH 111D  (Tel. 654-3024)
Office Hours: Mon & Tue 12:00 p.m.-2:00 p.m.,
  Thurs: 12:00 p.m.-1:00 p.m.  & by appointment
TEACHING ASSISTANTS
 
       Student TA 
  Email: 
  Hours:  
Note: We will make intensive use of the class homepage and Blackboard(http://www.csub.edu/els/bb9/). Instructions will be provided in class.

COURSE DESCRIPTION
This class examines social psychological theory and data on aspects of human behavior that can be classified as "good" and "evil". Empirical approaches and explanations will be evaluated for such topics as genocide, terrorism, torture, domestic violence, bullying behavior, sexism, racism, other-isms, and mob mentality on the evil side. On the good side, topics such as conservation, altruism, volunteerism, environmentalism, other-isms, and philanthropy will be covered-5 units. Prerequisite: One course in psychology recommended.

COURSE LEARNING OBJECTIVES
This is a lecture- / seminar-course that will survey research in social psychological topics that deal with good and evil. The main emphases will be on empirical  approaches, with some reference to philosophy, religion, and ethics where data are lacking--particularly on issues of values and morality. In discussing issues for this class, an aim will be on the fit between theory and data. Another aim of this course will be on reviewing applications that are data-based and that increase "good" and reduce "evil."  Learning objectives for this course include:

COURSE TEXT BOOKS
Miller, A. G. (2004). The social psychology of good and evil. New York: Guilford Press.
Sharp, G. (2010). From dictatorship to democracy: A conceptual framework for liberation (3rd ed).
     East Boston, MA: The Albert Einstein Institution. (get at: http://www.aeinstein.org/organizations98ce.html)
Baumeister, R. F. (1999). Evil: Inside human violence and cruelty. New York: Henry Holt and Company.

SUGGESTED BOOKS
Keltner, D. (2009). Born to be good: The science of a meaningful life. New York, NY: Norton.
Shermer, M. (2004). The science of good and evil: Why people cheat, gossip, care, share, and follow the Golden Rule. New York: Holt.
Waller, J. E. (2002). Becoming evil: How ordinary people commit genocide and mass killing. New York: Oxford University Press.
Zimbardo, P. (2008). The Lucifer effect: Understanding how good people turn evil. New York: Random House.

COURSE READINGS
American Psychological Association (2002). Ethical principles of psychologists and code of conduct.
        American Psychologist, 47, 1060-1073. doi 10.1037/0003-066X.57.12.1060
        (http://www.apa.org/ethics/code2002.html)
American Psychological Association (2010). 2010 Amendments to the 2002 "Ethical principles
        of psychologists and code of conduct." American Psychologist, 65, 493. doi 10.1037/a0020168.
       (http://www.apa.org/ethics/code/index.aspx).
Banerjee, P., Chatterjee, P., & Sinha, J. (2012). Is it light or dark? Recalling moral behavior changes perception of brightness.
        Psychological Science, xx(x) 1-3. doi:10.1177/0956797611432497
Boring, Edwin G. (1951). The woman problem. American Psychologist, 6, 679-682.
Breland, Keller & Breland, Marian. (1961). The misbehavior of organisms. American Psychologist, 16, 681-684.
Cameron, C. D., & Payne, B. K. (2012). The cost of callousness: Regulating compassion influences the moral self-concept.
       Psychological Science, xx(x), 1-5. doi:10.1177/0956797611430334
Cryder, C. E., Lerner, J. S., Gross, J. J., & Dahl, R. E. (2008). Misery is not miserly: Sad and self-focused
        individuals spend more. Psychological Science, 19, 525-530.
Haslam, S. A., & Reicher, S. (2006). Debating the psychology of tyranny: Fundamental issues of theory, perspective and science.
       British Journal of Social Psychology, 45, 55-63.
Jayawickreme, E., & Chemero A. (2008). Ecological moral realism: An alternative theoretical framework for studying
       moral psychology. Review of General Psychology, 12(2), 118-126.
Krebs, D. L. (2008). Morality: An evolutionary account. Perspectives on Psychological Science, 3, 149-172.
Leader, R., Mullen, B., & Abrams, D. (2007). Without mercy: The immediate impact of group size
       on lynch mob atrocity. Personality and Social Psychology Bulletin, 33, 1340-1352.
Leopold, J., & Kaye, J. (2011, March). Exclusive: CIA psychologist's notes reveal true purpose behind Bush's torture porgram.
       Retrieved on March 22, 2011, from http://www.truth-out.org/cia-psychologists-notes-reveal-bushs-torture-program68542
Lewis, M., & Einhorn, D. (2009a, January 4). The end of financial world as we know it. New York Times. p. WK9.
Lewis, M., & Einhorn, D. (2009b, January 4). How to repair a broken financial word. New York Times. p. WK10.
Milman, K. L., Rogers, T., & Bazerman, M. H. (2008).. Harnessing our inner angels and demons: What we
       have learned about want/should conflicts and how that knowledge can help us reduce short-sighted
       decision making. Perspectives on Psychological Science, 3, 324-338.
Noah, T. (2010). The great divergence: The United States of Inequality. Slate. Retrieved September 3, 2010,
        from http://www.slate.com/id/2266025/entry/2266026.
Nocera, J. (2009, January 4). Risk mismanagement. New York Times (Magazine). p. MM24.
Pinker, S. (2008, January 13). The moral instinct. New York Times (Magazine). p. 32.
O'Brien, E., & Ellsworth, P. C. (2012). More than skin deep: Visceral states are not projected onto dissimilar others.
        Psychological Science, xx(x), 1-6. doi:10.1177/0956797611432179
Rhodes, J. E., & DuBois, D. L. (2008). Mentoring relationships and programs for youth.
       Current Directions in Psychological Science, 17, 254-258.
Shaw, R. (2008). Beyond the fields: The UFW, and the struggle for justice in the 21st century. Berkely, CA: University of California Press.
Teresi, D. (2012, March 18). The evolution of death: Scientists remain surprisingly conflicted about what it means to die -- and it has
        big implications for us all. Salon.com. Retrieved March 18, 2012, from www.salon.com/2012/03/18/the_evolution_of_death/singleton/
Tolman, Edward, C. (1948). Cognitive maps in rats and men. Psychological Review, 55(4), 189-208.
Van Lange, P. A. M., & Joireman, J. A. (2008). How we can promote behavior that serves all of us in the
       future. Social Issues and Policy Review, 2(1), 127-157.

ELECTRONIC RESOURCES useful for psychology students
Writing_the Research Report-> http://methods.fullerton.edu/appa.html
Psych_Web Resources (Russ Dewey) -> http://www.psychwww.com/
Elements_of Style (Strunk & White) -> http://www.bartleby.com/141/index.html
American_Psychological Assoc. -> http://www.apa.org/
American_Psychological Society -> http://www.psychologicalscience.org
Western_Psychological Association ->http://www.westernpsych.org
Social_Psychology Network -> http://www.socialpsychology.org/
Classics in the History of Psychology -> http://psychclassics.yorku.ca/
Encyclopedia of Psychology-->http://www.psychology.org
English writing tutorials -> http://owl.english.purdue.edu/
Phil Zimbardo -> http://www.lucifereffect.com/
Social Sciences Degree -> http://socialsciencedegree.net/

CLASS SCHEDULE--please note deadlines for assignments
Spring 2012 Calendar & Dates to Remember Link>  http://www.csub.edu/facultyaffairs/files/calendar/AcademicCalendar2011.pdf


Dates

Topics [In addition to the articles listed below; hard copies or links to newspaper articles will be provided]

4/2 M

Social Psychological Approaches to Good and Evil
QUIZ 1. Introduction and Overview  Arthur G. Miller [#from book]
*Nocera, J. (2009, January 4). Risk mismanagement. [*from readings]
*Lewis, M., & Einhorn, D. (2009a, January 4). The end of financial world as we know it.
*Leopold, J., & Kaye, J. (2011, March 22). Exclusive: CIA psychologist's notes reveal true purpose behind Bush's torture porgram. [David Hicks's personal account -Public Record]

4/4 W

*Lewis, M., & Einhorn, D. (2009b, January 4). How to repair a broken financial word.
*Pinker, S. (2008, January 13). The moral instinct.
*American Psychological Association (2002/2010). Ethical principles of psychologists and code of conduct.
Banerjee, P., Chatterjee, P., & Sinha, J. (2012). Is it light or dark?
  - if there is time: Noah, T. (2010). The great divergence: The United States of Inequality

4/9 M

I. Conceptual Perspectives on Good and Evil
Q2. A Situationist Perspective on the Psychology of Evil: Understanding How Good People Are Transformed into Perpetrators, Philip G. Zimbardo
Q3. Basic Human Needs, Altruism, and Aggression, Ervin Staub
*Haslam, S. A., & Reicher, S. (2006). Debating the psychology of tyranny: Fundamental issues of theory, perspective and science.
Video: Roots of Evil II

4/11 W

Q4. Four Roots of Evil, Roy F. Baumeister and Kathleen D. Vohs
Q5. The Evolution of Evil, Joshua D. Duntley and David M. Buss
Video: Roots of Evil III

4/16 M

*Krebs, D. L. (2008). Morality: An evolutionary account.
*Breland, Keller & Breland, Marian. (1961). The misbehavior of organisms.
Teresi, D. (2012, March 18). The evolution of death ...

4/18 W

II. Harming Others: Contexts, Causes, and Implications
Q6. What's in a Category?: Responsibility, Intent, and the Avoidability of Bias against Outgroups, Susan T. Fiske
Q7. Contemporary Racial Bias: When Good People Do Bad Things, John F. Dovidio, Samuel L. Gaertner, Jason A. Nier, Kerry Kawakami, and Gordon Hodson
*Tolman, Edward, C. (1948). Cognitive maps in rats and men.

4/23 M

EXAM 1

4/25 W

Q8. Violent Evil and the General Aggression Model, Craig A. Anderson and Nicholas L. Carnagey
Q9. What Can the Milgram Obedience Experiments Tell Us about the Holocaust?: Generalizing from the Social Psychology Laboratory, Arthur G. Miller
Video: Faith & Doubt at Ground Zero (a Frontline Production).

4/30 M

*Leader, R., Mullen, B., & Abrams, D. (2007). Without mercy: The immediate impact of group size on lynch mob atrocity.

5/2 W

Q10. Conceptualizing Sexual Violence: Socially Acceptable Coercion and Other Controversies, Charlene L. Muehlenhard and Zoe D. Peterson
III. The Self-Concept in Relation to Good and Evil Acts
Q11. The Pursuit of Self-Esteem: Implications for Good and Evil, Jennifer Crocker, Shawna J. Lee, and Lora E. Park
BAUMEISTER QUIZ 1 -- Blackboard (chapters 1-6)

5/7 M

*Boring, Edwin G. (1951). The woman problem.       
*Cryder, C. E., Lerner, J. S., Gross, J. J., & Dahl, R. E. (2008). Misery is not miserly: Sad and self-focused individuals spend more.

5/9 W

Q12. The Many Faces of Lies, Bella M. DePaulo
Q13. A Moral-Emotional Perspective on Evil Persons and Evil Deeds, June Price Tangney and Jeff Stuewig
*Jayawickreme, E., & Chemero A. (2008). Ecological moral realism: An alternative theoretical framework for studying moral psychology.

5/14 M

EXAM II

5/16 W

IV. The Possibilities for Kindness--(WEBPAGE DUE)  
Q14. Benefits and Liabilities of Empathy-Induced Altruism, C. Daniel Batson, Nadia Ahmad, and E. L. Stocks
15. Empathy-Related Responding: Moral, Social, and Socialization Correlates, Nancy Eisenberg, Carlos Valiente, and Claire Champion

5/21 M

*Milman, K. L., Rogers, T., & Bazerman, M. H. (2008).. Harnessing our inner angels and demons: What we have learned about want/should conflicts and how that knowledge can help us reduce short-sighted decision making.
*Chamberlin, J. (2008, October). The time of our lives: Do you live in the past, in the moment or for tomorrow? New research explains why it matters. Monitor on Psychology, 39(9), 20. Retrieve on March 1, 2009, from http://www.apa.org/monitor/2008/10/time.html.
*O'Brien, E., & Ellsworth, P. C. (2012). More than skin deep: Visceral states are not projected onto dissimilar others. Psychological Science, xx(x), 1-6.

5/23 W

16. Social Support and Behavior toward Others: Some Paradoxes and Some Directions, Thomas Ashby Wills and Jody A. Resko
17. Sacrificing Time and Effort for the Good of Others: The Benefits and Costs of Volunteerism, Mark Snyder, Allen M. Omoto, and James J. Lindsay

5/28 M

-BAUMEISTER QUIZ 2 -- Blackboard (chapters 7-12)

5/30 W 

 

18. Reducing Hostility and Building Compassion: Lessons from the Jigsaw Classroom, Eliot Aronson
*Sharp, G. (2010). From dictatorship to democracy: A conceptual framework for liberation (3rd ed).

6/4 M

V. APPLICATIONS--(PAPER DUE)
*Cameron, C. D., & Payne, B. K. (2012). The cost of callousness: Regulating compassion influencesthe moral self-concept.
*Van Lange, P. A. M., & Joireman, J. A. (2008). How we can promote behavior that serves all of us in the future. 

6/6 W

*Rhodes, J. E., & DuBois, D. L. (2008). Mentoring relationships and programs for youth. 

6/11 M

Shaw, R. (2008). Beyond the fields: The UFW, and the struggle for justice in the 21st century. [podcast]

6/13 W

FINAL --  11:00 a.m. -- 1:30 p.m.

WEBPAGE PRESENTATION: A webpage will be required in this class for each student, in lieu of individual presentations--given the large size of this class. The topic if this webpage will be applying social psychology to the "solution" of a social issue or problem--which can involved increasing "good" and/or/both reducing "evil." The webpage must:

  1. provide an "Executive Summary" of what the webpage will present
  2. include a precise statement of the problem/issue to be presented/discussed
  3. provide relevant, theoretical and empirical sources substantiating the problem/issue
  4. elaborate a method or a "how to" approach to solution(s) of the problem/issue
  5. build a list of resources and sources that will be needed in your stated solution(s)
  6. outline a "Plan of Action" that provides specific steps
  7. explain what possible "Lesson's Learned" may emerge from your plan
  8. delineate possible limitations and shortcomings to your plan--substantiate through sources
Instructions on the technical aspects of building the webpage will be provided in class, but access to the free program that will help you accomplish this can be found at: http://kompozer.net/ .  It will help you conceptualize this assignment if you treated it as a resource for fellow web-browsers.

Grading criteria for this webpage include: (a) relevance of topic, (b) information quality/substance, (c) writing quality/effectiveness, (d) appropriate applications of class material, (e) visual appeal of webpage (colors / fonts / background colors), and (f) quality of sources used, including the use of a references section.  See Class Schedule above for due date.

PAPER:  A "10-page" review paper is required in this class. You must have a minimum of 10 relevant, recent sources, with all of these peer reviewed journal articles. The paper can be in any of the areas covered in class or on a topic of your own choosing that is relevant to this class. The following format is required for this paper:

  1. select a narrow and doable topic for this class
  2. include a consice thesis statement of your topic
  3. demonstrate that your topic range may not fit a dichotomy (good/evil) but rather a possible continuum--operationally define important terms
  4. provide background that substantiates your topic (sources) and the subheadings that will be needed to provide thorough coverage
  5. include at least five subheadings, using sources to substantiate their implications
  6. discuss the role of theory-data in your paper
  7. specify the individual roles of research, practice, and policy as they relate to your topic 
  8. acknowledge and provide an analysis of limitations to improving, solving, or eliminating the issue of your review 

 Evaluation criteria for this paper are as follows:

  1. Defining an appropriate, limited topic.
  2. Selection, description, and review of appropriate literature.
  3. Reasonable application of psychological principles and research methodology of empirical papers.
  4. Thoughtful discussion of implications and limitations of the research.
  5. Writing, including proper use of APA or MLA styles and appropriate paper subsections (introduction/ body/ conclusion), grammar, syntax, style, etc.
  6. See Class Schedule above for due date.

GRADING (TESTS will include both objective and essay components)
2 Midterms (50 points each)
Final Exam (comprehensive)
 Webpage Presentation
Class Paper
Reading Quizzes 14 (5 points each)
BAUMEISTER 2-Quizzes
TOTAL
100
80
50
50
70
50
400

 

A = 92-100%
A- = 90-91.9%
B+ = 88-89.9%
B = 82-87.9%
B- = 80-81.9%
C+ = 78-79.9% 		C = 72-77.9%
C- = 70-71.9%
D+ = 68-69.9%
D = 62-67.9%
D- = 60-61.9%
F = 0-59.9%

OUTOCOMES ASSESSMENT
Higher education "shareholders" increasingly demand high leverage for every dollar spent in our universities. As such, teaching and learning accountability is demanded in demonstrable terms for both professors and students. The psychology department had a portfolio process (fall 1998 to spring 2002) to demonstrate that teaching and learning goals and objectives were being met. Since spring 2002, the Psychology Department has revised the outcomes assessment process to yield higher reliability, validity, and ease of application. Effective winter 2005, all students taking psychology courses can be expected to be part of the outcomes assessment process, either through direct or embedded means. By direct, we mean that specific assessment tests will be given to students, which may or may not contribute to the students' grades. By embedded, we mean that tests students take as part of their psychology curriculum will be used for assessment purposes, imposing no additional demands on students. Assessment criteria can be found in the new mission statement for the Psychology major:
http://www.csub.edu/psychology/mission.html
All Psychology students should know the goals and objectives listed in this mission statement. Familiarity with these goals and objectives can assist students in their personal, academic, and professional plans. Students will be informed of their roles and participation needs as this process gets underway.
           This class meets the following goals and objectives of Psychology:
           Goal 1 objective B / Goal 2 Objectives C / Goal 3 Objectives E F / Goal 4 objective B / Goal 5 objective A
           see (http://www.csub.edu/psychology/mission.html)

Student Learning Objectives (SLO) in Psychology:

All students taking psychology courses can be expected to be part of the outcomes assessment process, either through direct or embedded means. By direct, we mean that specific assessment tests will be given to students, which may or may not contribute to the students' grades. By embedded, we mean that tests students take as part of their psychology curriculum will be used for assessment purposes, imposing no additional demands on students. Assessment criteria can be found in the mission statement for the Psychology major, http://www.csub.edu/psychology/mission.html.
The Department of Psychology, by agreement of the professors who teach this course, have determine that  [c] competent or [d] developed level knowledge is expected in students who take this class. These goals /objectives and expected level of knowledge are next listed:

Goal 1:  Knowledge Base of Psychology --Demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology.
Outcome 1.3: [d] Use the concepts, language, and major theories of the discipline to account for psychological phenomena.

Goal 2:  Research Methods in Psychology --Understand and apply basic research methods in psychology, including research design, data analysis, and interpretation.
Outcome 2.6: [d] Generalize research conclusions appropriately based on the parameters of particular research methods.

Goal 3:  Critical Thinking Skills in Psychology -- Respect and use critical and creative thinking, skeptical inquiry, and, when possible, the scientific approach to solve problems related to behavior and mental processes.
Outcome 3.4: [d] Approach problems effectively.

Goal 4:  Application of Psychology -- Understand and apply psychological principles to personal, social, and organizational issues.
Outcome 4.5: [c] Recognize that ethically complex situations can develop in the application of psychological principles.

Goal 5:  Values in Psychology -- Value empirical evidence, tolerate ambiguity, act ethically, and reflect other values that are the underpinnings of psychology as a science.
Outcome 5.2: [c] Demonstrate reasonable skepticism and intellectual curiosity by asking questions about causes of behavior.

Assessment: All these SLO will be assessed through embedded assessment as part of class test, papers, or surveys.

WRITING ASSISTANCE & RE-WRITES

The purpose of the following is not to discourage outside assistance, but to enable me to more accurately assess student writing. Outside writing assistance must be limited to identifying and drawing your attention to writing problems. You must do the actual corrections and revisions yourself. If you do obtain outside assistance for your writing, then you need to: (a) tell me and identify the source of help, (b) make sure that your tutor understands and agrees to the stated policy, and (c) hand in, along with your term paper, all of the written work that you showed to your writing tutor and any written feedback that he/she provided. Also, in papers I ask you to re-write, make sure to attach the original graded paper.
The university hosts a Writing Center, where you can go for assistance to help you improve your writing--THEY WILL NOT WRITE YOUR PAPERS. They are located in (Administration East) AE 105 (tel. 654-6411--email: oaistutoring@csub.edu. Their page is located at: http://www.csub.edu/oasis/

AMERICANS WITH DISABILITIES ACT:

Students who are entitled to accommodations under the ADA can contact me at their earliest convenience to make appropriate arrangements. I adhere to all rules and regulations set forth by CSUB’s Services for Students with Disabilities (SSD) office http://www.csub.edu/UnivServices/SSD/. (Tel. 654-3360) .

GENERAL INFORMATION

  1. Per the CSUB University Catalog and pursuant to Title 5, California Code of Regulations, § 41301. Standards for Student Conduct, CSUB students must adhere to laws, rules, standards, responsibilities, and expectations inherent with being a CSUB student. Specifically, acts of student misconduct such as academic dishonesty, interference with instructional activities, activities endangering the well being of the university community, as well as criminal activity of any kind will result in disciplinary actions, including expulsion and/or referral/involvement of local, state, and federal law enforcement agencies (see p. 90-91 of the 2011/13 catalog ---http://www.csub.edu/catalog/2011-2013_regularlyUpdated/pages/012.pdf). 
  2. Make-up exams are given only in the event of medical emergencies.
  3. Late papers or assignments will NOT be accepted.
NOTE: The above schedule and procedures in this course are subject to change in the event of extenuating circumstances.